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L2 reading: Strategies and gender preferences in the foreign language classroom

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L2 reading: Strategies and gender preferences in the foreign language classroom

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dc.contributor.author Peart, Silvia M. es_ES
dc.date.accessioned 2017-07-07T08:58:09Z
dc.date.available 2017-07-07T08:58:09Z
dc.date.issued 2017-06-22
dc.identifier.issn 1133-4770
dc.identifier.uri http://hdl.handle.net/10251/84693
dc.description.abstract [EN] L2 reading comprehension and the development of strategies that further students’ foreign language de-velopment are critical for learners and teachers. Drawing from current research on reading strategies and gender, this article discusses existing and emerging trends on the use of specific reading strategies as they pertain to gender preferences, and proposes pedagogical recommendations that address the needs of each gender while keeping the classroom balanced and free of gender biases. es_ES
dc.description.abstract [ES] La comprensión lectora en una L2 y el desarrollo de estrategias que fomenten el progreso en la adquisición de la lengua extranjera de los estudiantes son fundamentales para los aprendices y los profesores. A partir de las recientes investigaciones sobre estrategias de lectura y género, este artículo analiza las tendencias existentes y emergentes sobre el uso de estrategias específicas de lectura en relación con las preferencias de género, y se proponen recomendaciones pedagógicas que abordan las necesidades de cada género manteniendo el salón de clase equilibrado y libre de sesgos de género. es_ES
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València
dc.relation.ispartof Lenguaje y Textos
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Teaching L2 reading comprehension es_ES
dc.subject Reading strategies es_ES
dc.subject Gemder preferences es_ES
dc.subject Cognitive and metacognitive strategies es_ES
dc.subject Enseñanza de la comprensión lectora en una L2 es_ES
dc.subject Preferencias de género es_ES
dc.subject Estrategias cognitivas y metacognitivas es_ES
dc.title L2 reading: Strategies and gender preferences in the foreign language classroom es_ES
dc.title.alternative Lectura en L2: Estrategias y preferencias de género en la clase de lengua extranjera es_ES
dc.type Artículo es_ES
dc.date.updated 2017-07-07T07:36:27Z
dc.identifier.doi 10.4995/lyt.2017.7437
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Peart, SM. (2017). L2 reading: Strategies and gender preferences in the foreign language classroom. Lenguaje y Textos. (45):17-28. https://doi.org/10.4995/lyt.2017.7437 es_ES
dc.description.accrualMethod SWORD es_ES
dc.relation.publisherversion https://doi.org/10.4995/lyt.2017.7437 es_ES
dc.description.upvformatpinicio 17 es_ES
dc.description.upvformatpfin 28 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.issue 45
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